Author: Bryan Vayda Grade Level: 9-11 Course: Chemsitry A
Purpose of Unit
This unit is prepared to help students understand bonding of elements. It will give students an understanding of ionic and covalent bonding. It will highlight differences between the two, and will give real world applications of both. It will included octet rule as well as understanding anion and cation, and there interaction (ionic bonding) students will use the periodic table and trends within the table to identify valance electron numbers, and which chemicals will be covalently bonded. Also common polyatomic ions will be covered and this will slowly work students into naming of compounds.
In my unit plan I have three days that exemplify the science practices that are linked above. In lesson 4 we do a lab that reaches out to the community. In that we compare the water hardness of each students home. In doing this we work like a scientist and compare where the water came from (well or city/town). The water from a well normally has a water softener so this is a way to get students to think critically. The fallowing lesson is a discussion that mimics a real experiment All the scientist preform their experiment and get together and discuses the findings. It is built to get the students away from answering my questions but instead answering each others. This works into the ionic bonding unit in that Ca and Fe ions are responsible for the hardness of water and the scum in your tub.
We also discover the polarity of food dyes. This is a chromatography lab that works more like a normal lab in that we have a process data collection and a final results section that asks engaging questions. I think this is an important skill because chromatography is used throughout the chemical industry. This also give a depiction of polarity which is taught throughout the covalent part of this unit. It gets the students hands on and allows them to use my guidelines to discover properties of certain unknown solutions (the food dyes). This also puts a more worldly look on how chemist may be utilized in multiple fields, such as food companies.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Topic 1
Ionic Bonding
Explain valance electrons and show how to use this knowledge and relate it to the periodic table
Describe octet rule and the differences of an anion and cation
Show anion and cation interaction (ionic bond)
Explain how to draw electron dot structure
Investigation into ionic bonding in the community (Water hardness lab)
Topic 2
Covalent Bonding
Review electron dot, valance electron, and octet
Review electro negativity and apply it to finding polar and non polar covalent and ionic bonds
Show differences in ionic and covalent bonding
Electron dot in terms of covalent bonding
Investigation of polarity with the use of chromatography
Throughout the lesson students will be observed by myself, and I will do some informal evaluation as well as formal evaluation. There will be multiple worksheets that students will receive a completion grade on. As far as formal assessment, there will be a lab which students will be asked to prepare for a discussion the fallowing day. The students will have to hand in their data from the lab and then a piece of paper that has 2 developed points that respond to observations they have during the lab along with 3 open ended questions that they would be able to ask during the conversation. I will be taking notes and in order to get full credit in the speaking part students must make at least 2 statements, one can be a question, but one must be a clear statement. I will take notes on each student’s statements. Students will be engaged in questions throughout the unit specifically in the beginning of many lessons, for me to gauge background knowledge and how much they have be understanding. There will be another lab which they will have to hand in a lab report. Then to finish the unit there will be a unit exam. The unit exam will cover all topics covered and they will be asked to think critically and make inferences based on the knowledge that they have obtained throughout the unit.
Rationale
I started the unit out with an introduction to ionic bonding. I used ionic bonding since it tackles issues of change and incorporates terms such as anions, and cations. It is a good way to find out the prior knowledge of the students. It starts out with note taking sessions and many problems so that students can get the base knowledge, so that they can later take the knowledge and use it in critical thinking. After 2 days of notes, I get the students up and moving to get them thinking more and it keeps the blood flowing. The activity using the ion cards is an important part in understanding ions. It allows students to visually see the interaction of cations and anions. I think that many students will remember this. I of course have to start every class with either going over the homework, or answering certain questions students have about the homework. Then I will ask questions to start the lesson that students will have to take their prior knowledge and apply it to understand new material. It allows students to think instead of remember.
Then we enter the lab in lesson 4. This a great way to get the students up and moving and thinking like a chemist. They do a lab that test's the water hardness from their own homes which makes a connection to not only the real world, but to there life in general. It is my hope that after this lab they can go home to mom and dad and say "Mom you know I tested our water and we need a water softener." And I think having a discussion the fallowing class about the findings is a great way to do a small cross curriculum activity. The entire lab simulates a group of scientists doing a formal study. First we do the lab and then we talk about our findings and ways to right the wrongs that we found, or ways to minimize error the next time we do this experiment. Plus it is a good class, because I get to take a step back and listen to the class talk science. I will intervene if the conversation goes to far, but for the most part I want to take notes.
Then I move to covalent bonding which is similar to ionic bonding, but now we start to get more chemistry involved. We start taking trends that they learned earlier in the year and putting them to work when we use electro negativity to find out if the molecule is polar non polar. Then after that we add in is the molecule polar covalent or non polar ionic. It builds on itself so that students can see the progression and hopefully this is the time where the students start to understand why they did all the work on trends earlier in the year. It starts to come round circle in this lesson. Once we get the understanding of polarity can covalent bonds we do a good investigation of polarity using paper chromotagraphy which is a very common chemical practice. It is good to introduce these types of experiments to students now so that they get an idea of what the chemical world is about. But it shows polarity of food dyes, and then they answer critical questions that help them further understand the subject. But most of all it gets them thinking and learning through practice instead of me telling them what to do.
To finish the unit I use an exam to get the students paper based knowledge of the subject. Since not all chemistry is done in the lab one must have the understanding of the paper based form to truly understand the lab part.
James Bonding (Ionic and Covalent Bonding)
Author: Bryan Vayda
Grade Level: 9-11
Course: Chemsitry A
Purpose of Unit
This unit is prepared to help students understand bonding of elements. It will give students an understanding of ionic and covalent bonding. It will highlight differences between the two, and will give real world applications of both. It will included octet rule as well as understanding anion and cation, and there interaction (ionic bonding) students will use the periodic table and trends within the table to identify valance electron numbers, and which chemicals will be covalently bonded. Also common polyatomic ions will be covered and this will slowly work students into naming of compounds.Grade Span Expectations and Science Practices
In my unit plan I have three days that exemplify the science practices that are linked above. In lesson 4 we do a lab that reaches out to the community. In that we compare the water hardness of each students home. In doing this we work like a scientist and compare where the water came from (well or city/town). The water from a well normally has a water softener so this is a way to get students to think critically. The fallowing lesson is a discussion that mimics a real experiment All the scientist preform their experiment and get together and discuses the findings. It is built to get the students away from answering my questions but instead answering each others. This works into the ionic bonding unit in that Ca and Fe ions are responsible for the hardness of water and the scum in your tub.
We also discover the polarity of food dyes. This is a chromatography lab that works more like a normal lab in that we have a process data collection and a final results section that asks engaging questions. I think this is an important skill because chromatography is used throughout the chemical industry. This also give a depiction of polarity which is taught throughout the covalent part of this unit. It gets the students hands on and allows them to use my guidelines to discover properties of certain unknown solutions (the food dyes). This also puts a more worldly look on how chemist may be utilized in multiple fields, such as food companies.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Topic 1
Ionic Bonding
- Explain valance electrons and show how to use this knowledge and relate it to the periodic table
- Describe octet rule and the differences of an anion and cation
- Show anion and cation interaction (ionic bond)
- Explain how to draw electron dot structure
- Investigation into ionic bonding in the community (Water hardness lab)
Topic 2Covalent Bonding
Lesson Sequence
Intro to Ionic Bonding
Lesson 2 Ionic Bonding
Lesson 3 Ionic Bonding
Lesson 4 Lab (Water Hardness)
Lesson 5 Discussion
Lesson 6 Intro to Covalent Bonding
Lesson 7 Covalent Bonding
Lesson 8 Covalent Bonding Lab (Chromo)
Lesson 9 Review
Lesson 10 Unit Exam
Worksheets for the lessons
Valance Electron Worksheet
Octet Worksheet (lesson 1/2)
Lesson 2 Guided Notes
How hard is your water? (Lab)
Covalent Worksheet
How polar is your dye? (Lab)
Assessment Plan
Throughout the lesson students will be observed by myself, and I will do some informal evaluation as well as formal evaluation. There will be multiple worksheets that students will receive a completion grade on. As far as formal assessment, there will be a lab which students will be asked to prepare for a discussion the fallowing day. The students will have to hand in their data from the lab and then a piece of paper that has 2 developed points that respond to observations they have during the lab along with 3 open ended questions that they would be able to ask during the conversation. I will be taking notes and in order to get full credit in the speaking part students must make at least 2 statements, one can be a question, but one must be a clear statement. I will take notes on each student’s statements. Students will be engaged in questions throughout the unit specifically in the beginning of many lessons, for me to gauge background knowledge and how much they have be understanding. There will be another lab which they will have to hand in a lab report. Then to finish the unit there will be a unit exam. The unit exam will cover all topics covered and they will be asked to think critically and make inferences based on the knowledge that they have obtained throughout the unit.Rationale
I started the unit out with an introduction to ionic bonding. I used ionic bonding since it tackles issues of change and incorporates terms such as anions, and cations. It is a good way to find out the prior knowledge of the students. It starts out with note taking sessions and many problems so that students can get the base knowledge, so that they can later take the knowledge and use it in critical thinking. After 2 days of notes, I get the students up and moving to get them thinking more and it keeps the blood flowing. The activity using the ion cards is an important part in understanding ions. It allows students to visually see the interaction of cations and anions. I think that many students will remember this. I of course have to start every class with either going over the homework, or answering certain questions students have about the homework. Then I will ask questions to start the lesson that students will have to take their prior knowledge and apply it to understand new material. It allows students to think instead of remember.Then we enter the lab in lesson 4. This a great way to get the students up and moving and thinking like a chemist. They do a lab that test's the water hardness from their own homes which makes a connection to not only the real world, but to there life in general. It is my hope that after this lab they can go home to mom and dad and say "Mom you know I tested our water and we need a water softener." And I think having a discussion the fallowing class about the findings is a great way to do a small cross curriculum activity. The entire lab simulates a group of scientists doing a formal study. First we do the lab and then we talk about our findings and ways to right the wrongs that we found, or ways to minimize error the next time we do this experiment. Plus it is a good class, because I get to take a step back and listen to the class talk science. I will intervene if the conversation goes to far, but for the most part I want to take notes.
Then I move to covalent bonding which is similar to ionic bonding, but now we start to get more chemistry involved. We start taking trends that they learned earlier in the year and putting them to work when we use electro negativity to find out if the molecule is polar non polar. Then after that we add in is the molecule polar covalent or non polar ionic. It builds on itself so that students can see the progression and hopefully this is the time where the students start to understand why they did all the work on trends earlier in the year. It starts to come round circle in this lesson. Once we get the understanding of polarity can covalent bonds we do a good investigation of polarity using paper chromotagraphy which is a very common chemical practice. It is good to introduce these types of experiments to students now so that they get an idea of what the chemical world is about. But it shows polarity of food dyes, and then they answer critical questions that help them further understand the subject. But most of all it gets them thinking and learning through practice instead of me telling them what to do.
To finish the unit I use an exam to get the students paper based knowledge of the subject. Since not all chemistry is done in the lab one must have the understanding of the paper based form to truly understand the lab part.